In the absence of what is now considered basic knowledge of sanitation and health (the role of bacteria in disease, for example, was unknown until the 19th century), mortality rates were very high, especially for infants and children.
What significance, if any, visitors might attribute to these particular examples is unknown, but previous work has demonstrated the potential for interpreting the layout of exhibits that include humans, their most recent extinct relatives, and/or other primates as directional and progressive (Scott and Giusti 2006).
We note first that since the class labels of many of the training examples are unknown, it is not possible to carry out a one-vs-one strategy.
For example, it is unknown how much transfer of knowledge occurred between the intervention teachers and the comparison group teachers.
For example, it is unknown whether blocking CGRP could potentially transform transient mild cerebral ischemia into a full-blown brain infarct [9] and whether these risks are higher in women [9, 84].
For example, it is unknown how NP size, surface chemistry, or cell type will impact the magnitude of spectral change or broadening of the NP spectra in a cellular environment.
For example, it is unknown whether mating takes place.
For example, it is unknown whether low-abundance microbes are restricted to particular environments or universally dispersed [6].
For example, it is unknown (1) for how long Bd has been present in these populations, (2) how long after the onset of chytridiomycosis the adult populations are expected to decline, (3) whether and how strongly mortality rates differ between years and (4) whether density dependence in the adult stage could dampen the effects of Bd-associated mortality immediately after metamorphosis.
For example, it is unknown whether human RTL1 expression is actually elevated in the absence of functional RTL1as-encoded microRNAs.
